A part of a series, this HSC Music 1 Aural exercise, with online listening activities and useful prompts, may be used as a stand-alone Year 12 revision lesson (also useful for relief lesson) or, take the opportunity to work one-on-one with your Preliminary students as they work to deepen their understanding of the music concepts. Easy to use with a lap top, presentation or students copy from moodle or usb. Guided focus questions differentiate the activity to reinforce their listening practise. You can set a variety of listening extracts/examples of contrasting music styles to test student learning and provide practise answering the HSC style question. Use past HSC papers and you tube recording's to further deepen the experience. NESA Australian Professional Standards for Teachers  The Proficient Standards underpin processes for full registration and accreditation as a teacher and support the requirements of nationally consistent teacher registration. Professional Practice: 3: Plan for and implement effective teaching and learning 3.2.2 Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning. 3.3.2 Select and use relevant teaching strategies to develop knowledge, skills, problem-solving, and critical and creative thinking. 3.4.2 Select and/or create and use a range of resources, including ICT, to engage students in their learning.

This lesson provides valuable practise in answering a specific question - How does the composer maintain interest? By focussing on individual music elements, students can refine their listening and writing skills. Using these resources provides teachers with a great 'relief or substitute lesson' material. Simply save to a usb and have students save to their desktop and work independently on their laptop - or, present onscreen to a class. It makes this resource useful for those times you cannot be in class! for a little bit extra, the companion TES "HSC Composition Portfolio" extends the unit outcomes for the student who chooses to have composition as an elective option. All BOS/NESA examination requirements are listed along with a thorough process for students to develop their skills at every level. NESA Teaching Standards Standard 3 may be met through your adaptation and use of this package: Plan for and Implement Effective Teaching and Learning - Proficient Level 3.1.2 Set explicit, challenging and achievable learning goals for all students. 3.2.2 Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning. 3.3.2 Select and use relevant teaching strategies to develop knowledge, skills, problem-solving, and critical and creative thinking. 3.4.2 Select and/or create and use a range of resources, including ICT, to engage students in their learning.

Easy to modify or add to this detailed program. Too busy to deliver both Pop and Rock music? You can choose to take more time or less using this program. Add your own material, modify the rubrics and let the students know what to expect for their assessment at the end of the module. Educational outcomes are becoming universal in their language and this program can easily meet the expected outcomes for your system. Plain english for everyone to understand - no jargon! Covers Performance, Listening, Composition and Musicology all integrated and referenced. To add to the content - why not download my FREE ppt. on Music Elements? or purchase the 'starter' lesson on the 'Disruptive Elements of Rock music' and see your students enter into the debate on what constitutes real music!

Year 7/8 students will learn to listen carefully to the film score as they complete a Film Music Review activity. By selecting the 'best' of three short music reviews, they will learn how to write their own. Short sentence starters help the process and students complete the activity by composing their own review. Contributes to achieving the outcome (ACAMUR097) Analyse composers’ use of the elements of music and stylistic features when listening to and interpreting music. The particular elements of Literacy addressed by this content description: - Comprehending texts through listening, reading and viewing - Comprehend texts - Navigate, read and view learning area texts - Listen and respond to learning area texts - Interpret and analyse learning area texts Text knowledge - Use knowledge of text structures Word Knowledge - Understand music vocabulary Students will: - build on their aural skills by identifying and manipulating rhythm, pitch, dynamics and expression, form and structure, timbre and texture in their listening - aurally identify layers within a texture

Writing Game music can be lots of fun! It can also teach how music can link with action, emotion, humour and responses. This pptx file will introduce the basics before quickly getting into activities - we all learn best by doing! Aimed at Years 7 - 8 music classes, the easy entry level activities enable instant participation, teach phrase lengths and the use of repetition and variety to create interest as well as having students participate in a creative music making activity without needing a music theory background. Look for the free rubric and use to assess the project work.

Easily extended beyond a few lessons, this resource includes two Projects that meet learning outcomes for Music while building strong content knowledge through purposeful reading, writing, viewing, listening, and research. GarageBand software makes music composition easy for middle school aged students. Meaningful and active learning can easily be experienced through these fun activities. Ease of navigation also makes it appealing to students and teachers (who could easily learn to use it alongside their students). Since music can be listened to, played, and seen through GarageBand, it also presents it through different modes of learning. Multiple modes of presentation and the need for student choices, creates a more meaningful learning experience. Your students will respond to varying demands of audience, task, purpose, and discipline by taking notes, making notes and selecting convincing evidence. Students can use their own creativity in completing projects that are authentic. The Projects also reinforce the right use of repetition, adjusting tempo (speed), key, dynamics (volume), melodic flow, etc. For your program: Students will also be introduced the concepts of • meter, • beats per minute, • time signature, and • musical patterns/repetition. By the end of the two Projects students will be able to: • know the basics of using music technology for fun & the Garageband software • insert loops into a project to create a simple composition of their own • and with extended time they will be able to change the tempo and time signature of a song Teachers can assess by: • Listening to a students’ composition and reading their written work to see if they have understood how to create a musical pattern within the Garage band software. • Checking to see if the students can identify patterns within other students’ work. • Listen for precise vocabulary to describe rhythm and metre as well as their music. • Students are able to talk about similarities and differences in rhythmic patterns. checking for understanding through simple note taking and note making rounds off the exercise! NESA Australian Professional Standards for Teachers Know students and how they learn: 1.5.2 Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities 2.1.2 Apply knowledge of the content and teaching strategies to develop engaging teaching activities Know the content and how to teach it 2.2.2 Organise the content into coherent, well-sequenced learning and teaching programs

This Junior Music program outlines clear objectives in plain English. Meets requirements/outcomes for Listening, Composition and Performance. The assessment rubric links directly to the classroom activities and...the students will have fun learning to play easy to learn film themes as they develop their listening skills and vocabulary! Students will: - build on their aural skills by identifying and manipulating rhythm, pitch, dynamics and expression, form and structure, timbre and texture in their listening, composing and performing of music written for Film. - aurally identify layers within a texture - play independent parts against accompanying parts (melody, chordal and bass lines) - recognise rhythmic, melodic and harmonic patterns and beat groupings - understand their role within an ensemble choosing tone colours and gradations in volume - perform with expression and some technical control - identify a variety of purposes for which film music is made - draw on music exploring a range of cultures, times and locations as they experience film music over its development. The Composition unit may be used with Garage Band or other sequencing/notation software to develop: - Inquiring – identifying, exploring and organising information and ideas in a music soundtrack - Identify and clarify information and ideas in pairs as the work is developed - Organise and process information to meet the task requirements - Generating ideas, possibilities and actions based on a study of film music - Imagine possibilities and connect ideas creating a sound track. - Consider alternatives - Reflecting on thinking and processes - Think about thinking (metacognition) - Reflect on processes - Analysing, synthesising and evaluating reasoning and procedures - Draw conclusions and design a course of action. Simply follow the ten week (or, modify to suit) program!

This full program with full lesson guide for ten -week program provides useful information for ‘How to Compose Music’ , score study, composer reflections, rehearsal tips and guide and importantly - the Assessment rubric - plain English makes the program easy reading and makes the syllabus outcomes come to life. NESA Australian Professional Standards for Teachers Know students and how they learn: 1.5.2 Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities 2.1.2 Apply knowledge of the content and teaching strategies to develop engaging teaching activities Know the content and how to teach it 2.2.2 Organise the content into coherent, well-sequenced learning and teaching programs

Give yourself time to work with your students and use this detailed program for any 16yrs+Music class . It is particularly aimed at meeting the NSW Preliminary or HSC Music 1 Syllabus outcomes. The composition focus has a comprehensive rubric with marking schema to cover all levels of participation. Each lesson for the 10-week term includes an online guide for both the program(teacher) and a page for students to access the extra information on their device. The links include free music software, exercises for music notation and tutorials for understanding and using chords. It makes this resource useful for those times you cannot be in class! The companion resource, “HSC Composition Portfolio” extends the unit outcomes for the student who chooses to have composition as an elective option. All BOS/NESA examination requirements are listed along with a thorough process for students to develop their skills at every level. I encourage you to complete the package with this handy time-saving addition!